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Agree with co-delivery with academics - we do (mostly)in FET too.  

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Agree with co-delivery with academics - we do (mostly)in FET too.  

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We are moving away from collecting individual session feedback and using the module feedback. Any good questions to ask?! How do you word the question so we receive feedback on the Careers session as opposed to the whole module.... or does it matter?!

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This one again....

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As mentioned the tool to upvote is very effective.

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Agree with below comments on breakout groups

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Agree with below comments on breakout groups

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Realising students (and staff for that matter) do not appear to like or respond well to breakout groups. I will use with caution!

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We hope to incorporate these platforms to make interaction in asynchronous sessions slicker.

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Its hard to ignore how much time and stress producing panopto recordings has saved. In FBL we often run the same lecture several times (upto 6/7 times some years). Hosting these asynchronously has saved a lot of resource and time.

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Agree with below post about workbooks to support teaching 

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Agree with below post about workbooks to support teaching 

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We have also been doing this, and find it a good way to encourage students to work through our resources at their own pace. 5% was given for completion

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Great for Q&As (allowing students to upvote questions so the most popular question gets answered, rather than the questions posted first). Also good for interactive activities.

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We have found our events such as the Enterprise Event and A&F Meet the Employer event ran very smoothly synchronously. It is also good for Q&As, with students be more willing to ask questions virtually. Feedback has been overwhelmingly positive too.

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Last link from me, promise! Thought it might be useful context reading for your meeting! Theresa x

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This HECSU-funded work by researchers at the University of Nottingham and University of Derby sheds light on the current experiences and perspectives of HE careers professionals

Key findings

One of the biggest changes to careers professionals' roles in recent years (and specifically in recent months) has been technology.

The need for practitioners to be digitally literate, creative in using technology and active on social media has become a professional requirement.

92% of survey participants agreed that 'being more creative/adaptive' was one of the important key skills they had to develop over the past 5 to 10 years.

Developing pedagogical knowledge has increasingly become an essential part of the role.

Most felt the future would consist of a hybrid model whereby more activities would move online, particularly employer and recruiter events.

Within many institutions, practitioners felt that careers services generally were not valued for what they do. As a result there were some concerns as to the long-term future of services.

About the report

This HECSU-funded research report aims to explore the changing role of careers professionals. The study focuses on the following key questions:

How do careers professionals in HE define and describe their role?

How do they feel the role has changed over the last ten years?

How do they think their roles might change and evolve over the next five years?

What skills/knowledge and competencies are needed to meet the evolving role?

The research offers some thoughts as to how professional career guidance within the HE context can be strengthened and how the expertise of staff could be better maximized.

The authors are Dr Nalayini Thambar, Dr Siobhan Neary and Franka Zlatic.

Funding for this research was awarded by HECSU prior to its merger with Jisc in May 2020.

Written by

Director of careers and employability

Head of the International Centre for Guidance Studies (iCeGS)

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The 21st century HE careers professional

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This HECSU-funded research examines how the role of careers professionals has evolved and identifies the expanding modes of delivery which are being established to be better equip students for their future.

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A reminder of the new CDI Framework, which I circulated to FLs at the end of April.

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The practise of delivering career related learning (CRL) in primary schools has been growing over time and has enabled a clear evidence base to be formed demonstrating the impact. Twenty first century living has heightened the need for embedding CRL in schools in order to broaden horizons, challenge assumptions and stereotypes and thus aid social mobility and future employability.

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Just reminding everyone of this document I circulated a while ago. I wish I had this document a year ago! Theresa

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Relating learning types to techs Oct 2020 PDF

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Link more strategically to the assessment preparation in the module run

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Link more strategically to the assessment preparation in the module run

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Now that I've written and delivered a module, I know that you need to build in opportunities for formative feedback in preparation for the module assessment. If your careers session supports a module assessment, find out if your session is an opportunity for the students to get formative feedback for that element of the module assessment. Then find out the assessment criteria and ideally get a copy of the mark sheet. That way, you can tailor your session to the assessment criteria and the assessment task. Also, module leaders need to write module reports and you need to evidence how you are improving. You might be able to ask them about that? :-) Theresa

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HAS academics were sometimes confused with workbooks and online Xerte sessions.  Very pleased that the workbooks will be replaced by Xerte sessions!!

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These were positively welcomed by HAS academic staff, and embed attractively into BB (and PebblePad). They support best practice for online teaching and learning.

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We have insisted on this in HAS, and it has worked well for live sessions, as the academic member of staff knows the students and can bring them into the discussion. But also because of needing to rely on a reliable internet connection.  Knowing that someone else  was there to run the session, if I dropped out, was good.

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This was given during live sessions and worked well  in getting  follow up questions and discussions. Feedback suggested it was useful (FET)

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Online workbook to support live sessions

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Online workbook to support live sessions

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Helpful to have this alongside live sessions when not enough time to work through everything in sessions.   Also use workbook to publish details of Tasks - whether assessed or optional.    Click numbers indicate workbooks are used when embedded and tasks support assessment (FET)

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The workbooks we've been using in ACE are liked by academic colleagues, but I don't get a sense that they're well used by students (or at least it's difficult to know). I'd like to make them more 'embedded' / required but I've lost confidence in the system's ability to accurately record users' usage.

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What might a blended version of what we do look like, assuming that face-to-face teaching will fully return?  What types of teaching & learning are better delivered online?  Could flipped learning become normal, with recorded sessions the prep and live sessions the discussion/application of knowledge?

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Any ideas for how to prevent that feeling of talking animatedly into an empty room?  The occasional 'Everyone still with me? Thumbs up in the chat' does work, but participation can be difficult to encourage.

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I already feel like I've run out of tools in my toolbox for teaching online, partly because it's so difficult to evolve and experiment when in the thick of things.

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Communication with PLs and MLs is key when doing things differently

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Communication with PLs and MLs is key when doing things differently

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Due to a miscommunication, a resource and activity sheet, and a number of short recordings, weren't used because the doc wasn't provided to students. (Argh!) Next time I'll make sure that what I'm doing will actually be used.

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Prepared a document, similar to module sheets for the QCG, with activities and links to short videos which addressed module and assessment requirements.

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Much easier to gather feedback by posting a link to a prepared Form. Just need to remember to leave enough time for people to complete it - they don't tend to bother if you run out of time and ask them to do it later.

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Another Mark Shand gem - if you develop slides in the online version of PowerPoint, you can generate design & image ideas, including moving images, from the text you use on the slide.

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Tips from Mark Shand - Explore the [...] button at the bottom of the Chat in Teams, and you can create polls using Forms (either pre-made or on-the-hoof), find Gifs, upload docs from OneDrive etc.

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Xerte sessions based on CDF / Career Management Skills

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Xerte sessions based on CDF / Career Management Skills

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Good feedback on these. May need to consider how effectively they are used in tandem with follow-up live sessions (e.g. Q&As).

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Highly appreciated but probably under-promoted and used (HAS)

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Some live careers sessions and mock interviews with woeful attendance in HAS. Do other Faculty teams do anything to encourage or check attendance before a session?

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Students needed a lot longer than I thought - waiting for tech issues to settle, moving people around, etc. Would also build up to this type of interaction with more anonymous engagement first e.g. via Menti or Padlet.

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Using a Padlet to send / share docs. Can be useful when screenshare doesn't work

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Can import PPT slides to Menti to save jumping between the two

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Would like to know how to make short videos with good quality graphics and audio/voiceover

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Mentimeter Quick form

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To gather feedback, guage interest

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We have set up FET Careers room, drop in and waiting room on Collaborate for non embedded work activities. ( My test course +manage users)